presentation, analysis and

interpretation of facts that lines an

individual‘s speculation with reality.
Nature of Inquiry and Research
 Solutions to problems must be based on knowledge

I. What is
not on mere beliefs, guesses or theories.

 In research a systematic and well-planned procedure

is required to meet the need in order that information

Research?
is acquired and evaluate its accuracy and
effectiveness.

 It is a process of inquiring

I. What is INQUIRY IS RELATED TO RESEARCH……

•Both encourage high levels of critical thinking so that
processes and resources are appropriate, conclusions

Research?
are based on supporting evidence and problems are
solved and decisions made that will extend learning
for a lifetime

WHAT RESEARCH IS NOT…

I. What is 



Research is not mere information gathering
Research is not mere transportation of facts
from one location to another
Research is not merely rummaging for

Research?
information
 Research is not a catchword used to get
attention

I. What is
WHAT RESEARCH IS…
 Research originates with a questions or problem
 Research requires clear articulation of a goal
 Research requires a specific plan for

Research?
proceeding
 Research usually divides the principal problem
into more manageable sub problems
 Research is guided by the specific research

I. What is
problem, question or hypothesis
 Research accepts certain critical assumptions
 Research is, by its nature, cyclical, or more
exactly helical

Research? INQUIRY RESEARCH

•An act of asking for information

I. What is
Nature of Inquiry. (Lichman,G.,2013)
 Inquiry is defined as “a seeking for truth,
information or knowledge”. It is a problem
solving technique.


Research?
The information and data pursued through
questioning begins with gathering by applying
the different human senses.
 Individuals carry on the process of inquiry from
birth till death.

I. What is 
 Inquiry is synonymous with the word
investigation.
Investigation and Immersion
Investigation has a deeper meaning compared to

Research? 


“inquiry”.
It is a systematic examination of a certain event or
phenomenon.
Immersion is a process whereby a researcher

I. What is
immerses (deeply involves) himself in the data
gathering activities and the data he has gathered is
carefully read or examined by him in detail.
 Combining the idea of “inquiry”, “investigation” and

Research?
“immersion”, the concept of “research” comes in.
Differentiate Inquiry from Research
 Inquiry is a term that is synonymous with the word
What is Research? ‘investigation’. When you inquire or investigate, you
 Research is defined as the scientific investigation tend to ask questions to probe or examine something
of phenomena which includes collection, to request for truth, information, or knowledge.
 Research is systematic and objective 6. METHODICAL
creation of knowledge systematic  Research is conducted in a
(with a system or method, the scientific method), methodical manner without bias using
objective (no bias, all angles presented), knowledge systematic method and procedures.
creation (a creative process) 7. REPLICABILITY
PURPOSE OF RESEARCH  The research design and procedures are
replicated or repeated to enable the researcher
 To gather necessary information
to arrive at valid and conclusive results. The
 To improve standard of living
more replicated the researches are, the more
 To know the truth
valid and conclusive the results would be.
 To prove or generate a theory
 To augment knowledge in a field or
7 STEPS OF RESEARCH PROCESS
study
 Step 1. Define and develop your topic
Importance of Research in Daily Life (Research Problem).
 Research directs us to inquire about the right Factors to Consider in Selecting a Research
information by conducting further Problem
investigation of the actual condition. It leads 1. Researcher‘s area of interest
us to be cautious in giving results and findings 2. Availability of funds
by proving lies and supporting the truth. It 3. Investigator‘s ability and training
develops our attitudes to not believe  Step 2. Find background information about your
automatically without further investigation of the chosen topic (Review of Related Literature).
real situation.  Step 3. Plan your research design including
 Research empowers us with knowledge and your sample (Methodology).
discovers new things and issues in life. It helps  Step 4. Gather necessary data using open
us solve problems in health, crimes, ended questions (for qualitative research) and
business, technology and environment. closed-ended questionnaire or paper pencil test
 Research facilitates learning as an opportunity questionnaire (for quantitative research) (Data
to share valuable information to others as a way Gathering Activities).
of recognizing various concerns for public  Step 5. Process and analyze data using
thematic analysis (for qualitative research) and
awareness. statistical tools (for quantitative research).
 Research makes good habits of reading,  Step 6. Formulate new insights gained (for
analyzing, thinking and learning. qualitative research) conclusions (for
CHARACTERISTICS, PROCESS quantitative research) and recommendations.
AND ETHNICS OF RESEARCH  Step 7. Define new problem.

ETHNICS OF RESEARCH
 Research must be systematic, controlled,  Research ethics are guidelines for the
rigorous, valid and verifiable, empirical and responsible conduct of research which
critical. educates and monitors researchers to
ensure high standard.
 To avoid unethical practices, researchers  It promotes the aim of research, such as
had obligations to adhere professional expanding knowledge and supports the
standards in conducting research. values required for collaborative work,
such as mutual respect and fairness.

CHARACTERISTICS: Ethical considerations in conducting

1. EMPIRICAL
research:
 Research must be based on observed and
1. Objectivity and integrity
measured phenomena and derives knowledge
2. Respect of the research subjects ‘right to privacy
from actual experience rather than from theory
and dignity and protection of subjects from personal
or belief.
harm
 Research is based on direct experience or 3. Presentation of research findings
observation by the researcher 4. Misuse of research role
2. LOGICAL 5. Acknowledgement of research collaboration and
 Research must be based on valid procedures assistance
and principles. 6. Distortions of findings by sponsor
3. CYCLICAL
 Research is a cyclical process because it starts What are these ethnics of research?
with a problem and ends with a problem; hence, 1. Informed Consent.
research is repeated. This is required to secure in order protect the rights of the
4. ANALYTICAL participants in your study. Inform your participants about
 Research involves critical thinking skills and the the criteria set for choosing them as informants and the
evaluation of facts and information relative to schedule of one-on-one interview at the convenient time
the research being conducted. they are available. Participation to the study will be
 Research utilizes proven analytical procedures completely voluntary.
in gathering the data, whether historical,
descriptive, and experimental and case study. 2. Honesty.
5. CRITICAL It report data, results, methods and procedures, and
 Research is about expressing and involving an publication status. Do not fabricate, falsify and
analysis of the merits and faults of a work of misrepresent the data.
literature, music, or art.
 Research exhibits careful and precise judgment.
3. Objectivity.
Avoid bias in experimental design, data When conducting a research on human
analysis, data interpretation, peer review, subjects, minimize harms and risks and
personnel decisions, grant writing, expert testimony, and maximize benefits; respect human dignity, privacy, and
other aspects of research. anonymity.

4. Integrity. Rights of Research Participants

Keep your promises and agreements; act with sincerity; 1. Human Rights.
strive for consistency of thought and action. They are moral principles or norms that describe
certain standards of human behaviour and are
5. Carefulness. regularly protected as natural and legal rights. They
Avoid careless errors and negligence; carefully and constitute a set of rights and duties necessary for the
critically examine your work and the work of peers. Keep protection of human dignity, inherent to all human
good records of research activities. beings.

6. Openness. 2. Intellectual Property.

Share data, results, ideas, tools and resources. Be open It protects creations of the mind, which have both a
to criticism and new ideas. moral and a commercial value.

7. Respect for Intellectual Property. 3. Copyright Infringement.

Honor patents, copyrights, trademarks, trade secrets and It is the use or production of copyright-protected
other forms of intellectual property. Do not use published material without permission of the copyright holder.
or unpublished data, methods, or results without Copyright infringement means that the rights
permission. Give credit where credit is due. Never accorded to the copyright holder, such as the
plagiarize, fabricate and falsify. exclusive use of a work for a set period of time, are
breached by a third party
8. Confidentiality.
Protect confidential communications, such as papers or Examples:
grants submitted for publication, personnel records, trade a. Downloading movies and music without proper
or military secrets, and patient records. payment for use.
b. Recording movies in a theatre
9. Responsible Mentoring. c. Using others’ photographs for a blog without
Help to educate, mentor, and advise others. Promote their permission
welfare and allow them to make their own decisions. d. Copying software code without giving proper credit
e. Creating videos with unlicensed music clips
10. Responsible Publication.
Publish in order to advance research and scholarship, not 4. Voluntary Participation.
to advance your own career. Avoid wasteful and People must not be coerced into participating in
duplicative publication. research process. Essentially, this means that
prospective research participants must be informed
about the procedures and risks involved in research
11. Respect for Colleagues. and must give their consent to participate.
Respect your colleagues’ opinion, treat them fairly and do
not outsmart others. 5. Anonymity.
It is the protection of people’s identity through not
12. Social responsibility. disclosing their name or not exposing their identity. It
Strive to promote social acceptance and prevent or is a situation in data gathering activities in which
mitigate social harms through research, public education, informant’s name is not given nor known.
and advocacy.
6. Privacy.
13. Non-discrimination. It is someone’s right to keep his personal matters and
Avoid discrimination against colleagues or students on the relationships secret. It is the ability of an individual to
basis of sex, race, ethnicity, or other factors that are not seclude him from disturbance of any research
related to their scientific competence and integrity. activity.

Ethical Standards in Research Writing

Research Misconduct
14. Competence. Fabrication – the action or process of manufacturing or
Maintain and improve your own professional competence inventing something invention, a lie
and expertise through lifelong education and learning; Falsification – the action of falsifying, information or a
take steps to promote competence in science as a whole. theory.
Plagiarism – the practicing of taking someone else’s
15. Legality. work or ideas and passing them off as one’s own.
Know and obey relevant laws and institutional and
government policies.
PLAGIARISM
Plagiarism refers to the act of using another person’s
16. Animal Care. ideas, works, processes, and results without giving due
Show proper respect and care for animals when using credit. It should not be tolerated as the unauthorized use
them in research. Do not conduct unnecessary or poorly of original works, a violation of intellectual property rights.
designed animal experiments.
Three different acts are considered plagiarism:
17. Human Subjects protection. 1. Failure to cite quotations and borrowed ideas,
2. Failure to enclose borrowed language in quotation
marks, and.
3. Failure to put summaries and  Uses pictures, words,
paraphrases in your own words. sentences, paragraphs,
compositions, narrations and short stories
QUALITATIVE AND Quantitative:
QUANTITATIVE RESEARCH  measurement setting
 performs measures out of a certain phenomenon.
 Uses numbers, scales, hypotheses, calculations,
 Research has two broad methodologies; computations and statistics tools
qualitative research and quantitative research. Sample (size)
 Quantitative and qualitative researches are Qualitative:
complementary methods that you can combine  Small judgment (by decision) sampling
in your research studies to get results that are Quantitative:
both wide-reaching and profound.  Large sample representatives of population
When to use Qualitative vs. Quantitative Data Gathering
Research Qualitative:
 Quantitative data can help you see the big  Unstructured or semi structured (flexible
picture. processes)
 Qualitative data adds the details and can also  Uses interviews, participant observation, group
give a human voice to your survey results. discussions. (Ex: Case Study, field research)
 Uses open ended questions.
 It is a freeform survey questions allow a participant to
answer in open-text format, responses are unlimited
to a set of options.

Example: Guide questions for the interviews

1. What was your experiences during
quarantine period on the COVID-19
pandemic? How did you handle the situation
caused by the pandemic?
2. Was the support of the National and Local
Government enough for your basic needs?
Did they conduct evaluation for those who
were affected?
Quantitative:
 Standardized /Structured
 Uses census, survey questionnaire, checklist,
paperpencil test and experimentation.
 Uses closed ended questions.
 This questions can only be answered by selecting
from a limited number of options, usually “multiple-
choice”, “yes or no”, or a rating scale

Example: Strongly agree to strongly disagree In

quantitative research closed ended questions
are the basis of all statistical analysis
techniques applied on questionnaires and
surveys.

Sample Question: Do you agree on online modality class

in transitioning the new normal of education?
a. Strongly agree
Qualitative Research versus Quantitative b. Agree
c. Disagree
Research d. Strongly disagree
Objective
Activities
Qualitative:
 It aims to create new theory based on the
Inductive:
 The researcher starts with the observations, an
gathered data.
open mind without biases, gathering all exact details
 A fact-finding research used to gain
of the topic and generalization or new theory is
understanding of individual differences in
terms of feelings and experiences. given towards the end of the research process.
Quantitative: Deductive:
 The purpose is to test a hypothesis or theory.  Starts from a hypothesis or already created theory
 Measures problem using rating scale and other emphasizing the previously researched phenomenon
research parameters of group similarities. from different views (tested against observations).
Data Description Data discussions and Presentation
Qualitative:  Uses both inductive and deductive They are not
 natural setting mutually exclusive with each other in research.
 making stories out of a certain phenomenon.
Inductive - “bottom-up” is used if the
researcher starts discussions from the 2. Research in Humanities
lowest and highest means then explains the overall mean.  Deals with human culture such as philosophy,
Deductive - “top-down “if discussion is from the overall religion, literature, linguistics and history
mean going to the lowest and highest means, deductive.  It includes ancient and modern languages,
Qualitative: human geography, laws, politics and other
 Opinions are based on experience or social sciences.
observation. There are no criteria used in data Examples:
discussions. 1. Values Education in the Public Schools:
Quantitative: Practices and Challenges
 Opinions are based on laws, rules, or other 2. Children In-Conflict with the Law: A
recognized principles. Resolution and Intervention

Data Analysis 3. Sports

 Intended for athletes to endure their health and
Qualitative:
wellness goals through proven high quality
 Non-statistical, synthesize data, interpret,
products.
thematic.
 Subjective
 It helps the coaches and athletes to access
information and apply it to develop programs
 Data analysis is influenced by the personal
and techniques in sports.
experiences and views.
Examples:
Quantitative: 1. Student Involvement in Athletics and their
 Statistical Academic Performance
 Objective 2. Sports and Fitness Support on Students in
 The researcher employs standard criteria in Public Schools
analyzing data.
4. Science Research
Outcome  Discover laws, postulates theories that can
Qualitative: explain natural or social phenomena.
 Cultivates understanding with high validity.  Applies systematic and constructed scientific
 There are no conclusions formulated. method to obtain, analyze and interpret data.
Quantitative:  A strong and testable hypothesis is the
 Endorse a development. fundamental part of the scientific research.
 Has high output replicability. Examples:
 Conclusion is formulated towards the end of the 1. Utilization of Garbage and other Waste
research process. Resources as Cleaning Materials
2. Making of COVID-19 Cure out of Heat
Similarities: Qualitative Research and Transfer
Quantitative Research
1. Both have the process of inquiry and investigation. 5. Mathematics Research
2. Both improve life and help us in understanding  Provides mathematics mastery topics and helps
various issues of life and in giving solutions to our develops confidence and interest to solve more
problems mathematical problems.
3. Both start with a problem and end with a new  It may also assist to find new methods to
problem. simplify calculations.
4. Both use textual forms in analyzing and Examples:
interpretation of data. 1. Student Difficulties in General Mathematics:
5. Both use inductive and deductive methods of Remediation and Interventions
presenting data. 2.A Systemic Approach to Changing Classroom
Practices for Enhancing Mathematics Outcomes

6. Agriculture Research
 Improves productivity and quality of crops
THE KINDS OF RESEARCH
irrigation, storage methods, effective farm
ACROSS FIELDS management and marketing of agricultural
resources.
 Developing an interest in different kinds of  Agriculture is the backbone of the economic
research will help you look into something that system providing food, raw material and
affects your personality or your life in some employment opportunities.
important way Examples:
 The examples of research in areas of interest 1. Green Space in School: Social and
will lead you to choose specific topic of your Environment Perspective
research study which you will be exploring to 2. Is Urban Gardening as a Source of Well-
create new knowledge. Being?

Kinds of Research across Fields 7. Fisheries Research

1. Arts-Based Research  Increase the productivity and management of fishery
 Personal expression in various art forms is use resources to provide food: protect and maintain
as a primary mode of inquiry different bodies of water for sustainable supply of
Examples: aquatic resources.
1. The Role of Arts in Student Achievement Examples:
in Reading 1. Finding a Future: Sustaining Inland Fishery
2. How Classroom Artistic Structure 2. Fishing for Change: Fishery Policy in the
Motivates Learning Philippines
  aim is more often to explain
8. Information and rather than to merely describe
Communication Technology (ICT) Research
 Aim to adapt current technology advancement which REFLEXIVE
enhances development of resources.  Researchers are explicit about how their
Examples: personal history and biography shape the
1. The Role of ICT in the New Normal Education questions asked, the framing of the research
2. Exploring the Interactive Computer Simulation and the presentation of data.
in Public Schools
NATURALISTIC
9. Business Research  methods are open-ended and in-depth
 Acquire information in business to maximize the  attempt to study things, people and events in
sales and profit. natural (non-experimental) setting
 It aids business companies regulates which product
FLEXIBLE & ITERATIVE
or service is most profitable or in demand.
 methodology may use multiple methods to
Examples:
examine the same question/area
1. Developing a Framework for Small Scale
 questions or studies that are repeated over
Business
time with the same informant over the course of
2. Business Practices and Strategies of Small
study
Enterprises at Limketkai Mall
COMPLEMENT QUANTITATIVE DATA
10. Social Science Research  Qualitative research can complement
 Finds solutions for human behavior gathering quantitative data.
information about people and societies.
Examples:
STRENGTHS OF QUALITATIVE RESEARCH
1. The Impact of COVID-19 Pandemic on
1. Qualitative research can offer the best light
Employment Opportunities
on or best answers to certain phenomena —
2. Implementation of Enhanced Community
social, economic, political or even
Quarantined in Low Risk Area of
psychological.
Misamis.Oriental.
2. Research results are exhaustive; even
underlying meanings surface.
Qualitative Research and Its
Importance in Daily Life 3. It offers several avenues to understand
phenomena, behavior, human conditions

Value of Qualitative Research

QUALITATIVE RESEARCH
 concerned with developing explanations of social
phenomena
 it aims to help us to understand the social world in and the like.
which we live and why things are the way they are
 concerned with the social aspects of our world
4. It can build on, or even develop theories
through consistent themes, categories,
relationships, interrelationships that are
 seeks to answer the questions about: crystallized during the data gathering and
 Why people behave the way they do? data analysis processes.
➢ How opinions and attitudes are formed?
➢ How people are affected by the events that go on
around them?
➢ How and why cultures and practices have
developed in the way they have? WEAKNESSES OF QUALITATIVE RESEARCH
 descriptive analysis 1. Total immersion in the natural setting of the
 follows inductive process of reasoning research can be time-consuming and
Qualitative researchers study things in their tedious, and resource-draining, as well.
natural settings, attempting to make sense of, or
interpret, phenomena in terms of the meanings 2. There comes a point when the personal-self
people bring to them. and the researcher-self are inseparable, so
(Denzin & Lincoln, 2011, p. 3) subjectivity, on the part of the researcher,
can happen.
Characteristics of Qualitative Research KINDS OF QUALITATIVE RESEARCH
HUMANISTIC
 focuses on the personal, subjective, and
A. ETHNOGRAPHY
experiential basis of knowledge and practice
 has a background in anthropology
HOLISTIC
 means “portrait of a people” and it is a methodology
 Qualitative research seeks to situate the
for descriptive studies of cultures and people
meaning of particular behaviors and ways of
 The cultural parameter is that the people under
doing things in a given context.
investigation have something in common.
INTERPRETIVE
 Examples of parameters include:
 trying to make sense of what they see and hear
a. geographical – a particular region or country
in a specific context; their approach to
b. religious
understanding what is going on is interpretive
c. social
d. familial
 e. shared experience  A case study is selected when
 description and interpretation of the one wants to study a specific
cultural behavior of a group situation (the case) in depth.
 in-depth immersion by the researcher  Punch (1998) lists four characteristics of case
 researcher = “participant-observer” study:
 data collection: interviews, collection of documents 1. The case has boundaries.
and other artifacts, & observation 2. The case is a particular example of
Examples: something.
“Cultural Awareness and Integration of Peace 3. In analysis the researcher attempts to
Education in the maintain the case as a single unit.
Indigenous People (IP) Communities” 4. A variety of data types and data collection
“21st Century Millennials and the Role of Social methods are used.
Media in Social Life: An Ethnographic Study” Example:
 Winnings in Research Competitions and
B. PHENOMENOLOGY Conferences: A Success Story”
 based on the philosophical work of Edmund
Husserl E. HISTORICAL RESEARCH
 literally, it is the study of “phenomena”  describes and examines past events to
 focuses on how people experience a understand present patterns and predicting
particular phenomenon potential effects on the future
 studies conscious experience as experienced  provides a fuller picture of the scope of the
from the subjective or first person point of view research as it covers a wider range of sources
 Basically, phenomenology studies the structure  involves synthesizing data from many
of various types of experience ranging from different sources such as diaries, oral histories
perception, thought, memory, imagination, and official records and newspaper reports
emotion, desire, and volition to bodily Examples:
awareness, embodied action, and social activity, “The Impact of Ferdinand Marcos’ Speech”
including linguistic activity. “Duterte's Speech: A Historical Research on
 The ultimate source of all meaning and value is Presidential Campaign”
the lived experience of human beings.
 The task , is to describe the structures of F. DISCOURSE & CONVERSATION ANALYSIS
experience, in particular consciousness, the  stem from the ethnomethodological tradition
imagination, relations with other persons, and  tend to examine text as an “object of analysis.”
the situatedness of the human subject in society  study (usually recorded) “naturally occurring
and history. language
Examples:  Discourse Analysis (DA)
“Life without Gadget” - is generally broader in what it studies, utilizing
“Effective Teachers in the Eyes of Post pretty much naturally occurring text, including
Millennials: A Descriptive Exploratory (existing) written texts, lectures, documents, and
Phenomenology on Teaching Practices in so forth.
Senior High School”  - emphasizes how humans construct
meaning through speech and text
C. GROUNDED THEORY  Conversation Analysis (CA)
 aims to develop that is “grounded” in data - is a subset of discourse analysis. Its scope is
 was first described by Glaser and Strauss in narrower and confined to natural conversations
1967 between two or more people.
 was originally developed in reaction to the trend - tends to be more granular, looking at
within sociology to propose theories and then elements such as grammatical structures and
test them (Creswell, 2007) concentrating on smaller units of text, such as
phrases and sentences
 looks to provide an explanation or theory behind Example:
the events  “A Discourse Analysis on the Impact of Modern
 This process involves using multiple stages of Technologies on Communication”
data collection and the refinement and
interrelationship of categories of information. G. ACTION RESEARCH
 Data collection and analysis occur  is a classroom-based or school-based research
simultaneously.  seeks transformative change through the
 Data analysis proceeds through the constant process of taking action and doing research,
comparative method, in which interview which are linked together by critical reflection
statements are coded, categorized, and  commonly conducted by the teachers to give
grouped to develop a theory. solutions to the existing problems to improve
Examples: students’ academic performance and positive
“The Story Behind the Migration of attitudes
Christians from Visayas and Luzon to Examples:
Mindanao” “Enhancing Classroom Practice and
“Being There: A Grounded Theory Study of Fulfilling Educational Responsibilities”
Student Perceptions of Instructor Presence “3DEE21 Model: A Qualitative Validation on
in Online Classes” the Practical Use of Lesson Exemplars in
Class Observation”
D. CASE STUDY
 is characterized by in-depth study of a bounded H. MIXED METHODS
system. The boundaries of the case may be  an approach to inquiry that combines or
defined in terms of time, space, or participants associates both qualitative and quantitative
(Merriam, 2002) forms
  is more than simply collecting 5. Too narrow subjects. Subjects
and analyzing both kinds of that are so limited where an
data; it also involves the use of both approaches extensive searching is necessary.
in tandem so that the overall strength of a study 6. Vague subjects. Titles beginning with indefinite
is greater than either qualitative or quantitative adjectives such as several, many, some, etc., as
research in “Some Remarkable Traits of a Filipino” or
Example: “Several People’s Comments oon the RH Law,”
“Understanding First Generation College are vague enough to decrease the readers’
Student Experiences and Interaction with interests and curiosity.
Belongingness, Identity, and Social Capital:
An Explanatory Mixed Method Study”
THE RESEARCH PROBLEM AND RESEARCH
IDENTIFYING THE INQUIRY QUESTION
AND STATING THE PROBLEM CHAPTER 1
FORMAT FOR TOPIC PROPOSAL

THE SUBJECT MATTER OF THE RESEARCH

GUIDELINES IN CHOOSING A RESEARCH TOPIC:

1. Interest in the subject matter.
 Interest in a subject drives you to research,
investigate, or inquire about it with full
motivation, enthusiasm, and energy.
2. Availability of information.
 Information will serve as evidence to support
your claims about your subject matter from
varied forms of literature like books, journals,
and newspapers, among others, is a part and
parcel of any research work.
 What to include in the investigation of the
available materials?
a.) Update and authority of the materials.
b.) Copyright dates of the materials? Are they
new or old?
c.) Expert or qualification of the writers of
reading materials about your topic

3. Timeliness and relevance of the topic.

 How relevant is the topic?
a.) It yields results that are useful in society
b.) Related to the present. (Except for pure or
historical research)

4. Limitations on the subject.

 Connect your choice with course
requirements.
 You need to decide on one topic to finish
your course.

5. Personal resources.
 Do an assessment on your research
abilities in terms of your financial standing,
health condition, mental capacity, needed
facilities, and time schedule to enable you
to complete your research.
 You have to raise an amount of money
needed to spend on questionnaire printing
and interview trips

RESEARCH TOPICS TO BE AVOIDED:

1. Controversial topics. It depends more on the
writer’s opinion leading to biases. Facts
cannot support this topic.
2. Highly technical subjects. Not advisable for
beginners as these topics require an advanced
study, technical knowledge, and skills.
3. Hard-to-investigate subjects. Happens if there
are no available reading materials about it and if
such materials are not up-to-date.
4. Too broad subjects. It prevents you from to
focus on the subject matter of the paper. Narrow
down or limit the subject to eliminate the
problem.
 RESEARCH TITLE
 summarizes the main idea or ideas of your
study
 contains the fewest possible words that
adequately describe the contents and/or
purpose of you research paper
 is the most important element that defines
the research problem
STATEMENT OF THE PROBLEM General Problem:
 Purpose Statement and Research Questions The study aims to explore the students’ images and
A series of questions used in researching the topic. It is views on chemistry.
composed of: Specific Problems:
1. The general statement of the problem (the purpose 1. What are the students’ images on chemistry
statement) and based on their drawings?
2. The specific sub-problems or sub-questions (or 2. What are students’ views on chemistry?
research questions). 3. What learning theories are embedded on
GUIDELINES: these images?
(According to Calderon & Gonzales,1993)
1. The general statement of the problem and the research WRITING A RESEARCH TITLE
questions should be formulated first before conducting  The variables being studied are:
the research. 1. images
2. Research questions should be stated in the 2. views on chemistry
interrogative and each should be clear to avoid  The last specific problem looks into the learning
confusion. theories out of these images.
3. Each research question should be researchable  These variables should be reflected in the research
separately from the other questions and must be based title, for example:
upon known facts and phenomena which is accessible Title: Students’ Images and Views of Chemistry: Its
to the researcher. Implication to Education
4. Answers to each research question can be interpreted
apart from the answers to the other specific questions and SCOPE AND DELIMITATION OF THE STUDY
must contribute to the development of the whole research Scope of a Study
study. - is the coverage of the research to be explored which
5. The summary of the answers to all the specific includes the facts and theories about the subject
questions will give a complete development of the entire Example:
study. A research study on the impact of social networking
6. The number of research questions should be enough to on the attitude of senior high school learners.
cover the development of the whole research study.
Delimitation of a Study
GUIDEINES IN FORMULATING RESEARCH - limits the scope and outlines the boundaries of the study.
PROBLEMS These limitations include the following:
1. Sample size
A clear formulation of the problems is an important step in 2. Lack of available/ or reliable data
qualitative research because this sets the direction and 3. Lack of prior studies
pace of the research. 4. Chosen data collection method
5. Nature of the information collected
6. Access
7. Time period
8. Bias
9. Language
Limitation of a Study
 refer to factors or constraints that may affect the
validity, reliability, or generalizability of the
study's findings.
 often inherent or unavoidable aspects of the
research process that may impact the
interpretation or applicability of the results.
 Examples:
 Sample size limitations (e.g., due to accessibility
EXAMPLE:
or feasibility constraints)
GENERAL PROBLEM:
 Data limitations (e.g., incomplete or missing
The study aims to explore the students’ images and views
data)
on chemistry.
 Methodological limitations (e.g., restrictions in
SPECIFIC PROBLEMS:
the research design or data collection methods)
1. What are the students’ images on chemistry based
 External validity limitations (e.g., constraints on
on their drawings?
the generalizability of findings to other
2. What are students’ views on chemistry?
populations or contexts)’
3. What learning theories are embedded on these
images?
SIGNIFICANCE OF THE STUDY
 discusses the purpose that the
research will serve to society, the country, the
government, the institution or agency concerned, the
curriculum planners and
 developers, and the research
 community
 Describes the contribution of the study to the existing
body of knowledge
 The researcher must identify specifically the
beneficiaries who will directly gain from the results of
the study mentioning them in the paper according to
the significance of the result.
 The specific benefits must also be enumerated and
explained if necessary.

The researcher must identify specifically the

beneficiaries:
To the students,
To the administrators,
To the teachers,
To the future researchers,